The relationship of English writing motivation and self-efficacy with English writing achievement of Grade 11 students at a demonstration school in Bangkok, Thailand

Abstract

This study aimed to determine the relationship between the Grade 11 students’ English writing motivation and English writing self-efficacy with English writing achievement at a demonstration school in Bangkok, Thailand. The study used a quantitative correlational research design. For one of the instruments of this study, the English Writing Motivation, and Self-Efficacy Questionnaire, the researcher adapted 30 items from Gardner’s (2010) Attitude/Motivation Test Battery (AMTB) and adopted ten items from Wang, Kim, Bong, and Ahn’s (2013) Questionnaire of English Self-Efficacy. The English Writing Motivation and Self-Efficacy Questionnaires collected data on the Grade 11 students’ English writing motivation and English writing self-efficacy levels. The questionnaire was distributed to 64 Grade 11 students in February 2020. The Grade 11 students’ in-school English Writing Examination measured their English writing achievement. The in-school English Writing Examination was also distributed to the 64 Grade 11 students in March 2020. Descriptive statistics (means and standard deviations) were used first to analyze the data. Multiple correlation coefficient analysis was then used to find the relationships among the Grade 11 students’ English writing motivation, English writing self-efficacy, and English writing achievement. The findings showed that the Grade 11 students had a moderately high English writing motivation and a slightly high level of English writing self-efficacy. Furthermore, the results indicated a significant, moderately strong, positive relationship between English writing motivation and English writing achievement. English writing self-efficacy had a weak but positively significant relationship with English writing achievement. The findings also showed that English writing motivation had a moderately strong, significant, positive relationship with English writing self-efficacy. Finally, the results revealed a moderately strong, significant, positive relationship between English writing motivation and English writing self-efficacy with English writing achievement. Recommendations are provided for students’ support, teaching strategies, and future research.